I LIBRARY OF CONGRESS.^ 



# ^ # 

I UNITED 'STATES OF AMERICA ; 



i\\36 •' 



23 lae? 



OUTLINE AND NOTES 



■ON- 



United States History. 



J\<^' 



t^- 



W: Hr MACE, 

vj' Professor of History, Normal School, DePauw Uiiivursity, 
IX J GREENCASTLE, IND. 




TERKE HAUTE. IND.: 
C. W. Brown, (Globe Office), Printer and Binder. 



1887. 






^ 



PREFACE. 



One end has been kept steadily in view — to furnish 
the method and the material for a rational stud}^ of 
United States History — to state the problem and fur- 
nish the means of its solution. Two things have been 
done to secure this end : 1. A discussion of the Central 
Truth in the subject and the necessary relations under 
which events can be viewed ; 2. A presentation of mate- 
rial, original and selected, and of an outline and refer- 
ences to matter found either in text-books or libraries. 

To furnish the student the method and material of 
thought which shall yield the highest discipline and 
culture, is not an easy task. This question constantly 
confronts one: How much can the teacher safely do? 
How far shall a discussion of the Central Idea and its 
application in working out the problem be carried? 
Shall the outline present the logical relations of the sub- 
ject, or shall the student be required to discover them ? 
After the Introduction, the thinking and organization 
of the subject is done mainly by the student — the work 
of the teacher being directive. 

This book was written for use in this school. It is 
adapted, however, to use in High Schools, and such 
other schools as place the history of our country on a 
higher plane than can be reached by the Grammar 
Grades. It is hoped that it will be helpful to such 
teachers as are trying to make a real study of History. 

I am much indebted to Prof C. W. Hodgin, who first 
introduced to Indiana teachers a rational method of 



dealing with United States History. His ideas within 
the last twelve years have revolutionized the methods 
in this branch in our State. 

The pressure of necessity has left many imperfections 
in this small volume. It is hoped to remove these by the 
co-operation of students and the criticisms of friends. 

W. H. M. 

Normal School, DePauw University, 
Greencastle, Ind., Aug. 1, 1887. 




INTRODUCTION. 



The Life of the People of our country is the subject- 
matter of its History. Life manifests itself by growth. 
The growth of the life of a people embodies itself in cer- 
tain permanent forms called institutions. These, then, 
are the key to the life of a people and must furnish the 
material on which teacher and student work. 

In our country these institutions have developed from 
certain germinal ideas transplanted from Europe. The 
colonists brought with them and had formulated for 
them in charters and laws certain ideas about Govern- 
ment, Religion, Education, and Social and Industrial 
life. Under the influence of customs and tendencies — 
the work of centuries; under the immediate supervision 
of the mother country ; under conditions physical and 
social — entirely new, these germinal institutional ideas 
began their growth. This constitutes our first phase of 
growth. It continued till the mother country deter- 
mined to check and direct it for her own ends. Then 
began the second joint in our country's growth — a transi- 
tion period in which the power and influence of Eng- 
land were destroyed. The struggle for escape from Eng- 
lish domination gave unity and strength to our institu- 
tions, and the establishment of the Constitution marks 

^ This introduction is intended for study, both before the 
regular work is begun and during its continuance. It presup- 
poses a fair knowledge of the facts of the subject. 



INTRODUCTION. 



their consolidation into the form of a nation and their 
entrance on a new phase of life. 

From this brief discussion of the nature of the subject- 
matter of United States History, two things are evident : 
1. That the phases of growth in the life of our people 
are three — the planting and growth of institutional ideas 
under English influence, the struggle, which broke this 
influence and unified these institutions, and their devel- 
opment under American influence ; 2. That the Growth 
of Institutions is the Central Idea in the subject — the 
idea for which all others are studied, the idea around 
which all others are grouped and which gives validity to 
the subject as a Science. 

But since this growth is the Organizing Idea of the 
subject, then the understanding of this growth must be 
the Purpose, on the side of knowledge, for which the 
subject is studied and taught. In no subject is an in- 
telligent and well defined purpose so much needed as in 
United States History. In many instances no distinc- 
tion is made between the purpose and the result of 
studying the subject. Subordinate results are some- 
times selected as the purpose. Different teachers select 
diff'erent ends to be attained, as if it were a matter of 
choice. V 

The understanding of our institutional life serves 
another important use in the Pedagogics of History. 
This Central Truth — this end which is to be gained, 
is the standard by which we test the relative value of 
historical material. The infinite number of events 

''■ Students must discuss here the various ideas which are cus- 
tomarily held as the purpose for which the subject is taught, 
and must distinguish between the result of selecting a funda- 
mental and accidental idea. Why is the purpose not a matter 
of choice? 



INTRODUCTION. 



marking the evolution of a nation makes a definite and 
accurate measure of their importance one of the first 
essentials to efficiency in teaching this subject. 

How much time shall I give to this event or this 
period? Which merits the greater attention, John 
Smith's Indian escapades or the establishment of Rep- 
resentative Goventment in Virginia ? May not a given 
series of events be read over while another series must 
be studied long and patiently ? May not some events 
be omitted entirely ? These are vital questions. ^ The 
text-book cannot be depended on for a proper selection 
of material. 2 Even if it could the student must see the 
basis of selection. Let this be the question that he puts 
at each event, each series of events, and at each period 
in History : What does it contribute to the growth of 
our institutions? How much light does it throw on the 
origin, growth, or present condition of our institu- 
tions? The answer to these questions settles the rel- 
ative value of events and determines the amount of time 
and thought to be given them. 

The student must be conscious that he studies not 
only the whole of the subject for a definite end, but he 
must realize as clearly that each period is studied with 
a definite end in view. Further, each event in the period 
must be made, consciously, to contribute something to 
this end, or there exists no reason for its finding a place 
in the text book. The purpose in the period must be an 
element in the purpose of the whole. In the periods 
preceding the Revolution, the purpose is to understand 
the growth of institutional ideas under English influ- 
ence. This idea must be consciously present in dealing 

^ Student must show why. 

^ Some interesting facts may be learned by examining the 
school histories on this point. 



INTRODUCTION. 



with each event in the period of Discovery. It permits 
the study of but two classes of events — those that brought 
about the discovery of a new home for these ideas and 
those that contributed something to fixing the place for 
their growth.^ 

The search for institutional ideas continues in the 
period of Settlements. We are one step nearer them 
here, for we see them in the process of being planted. 
We see them growing, gaining strength, rooting them- 
selves more firmly each year in the affections of the 
people? It follows, then, that the events bearing most 
directly on the government, religion, the education, the 
occupations and social life of the people are the points 
deserving emphasis and prolonged study. ^ 

Applying this test to the southern group of colonies 
we mark almost entire uniformity as to government, 
education, occupation, social distinctions, and so on. 
At least the likenesses are so striking and the differences 
so meagre that, for the accomplishment of our purpose 
in this period, the resemblance alone may be studied.^ 
It will be entirely sufficient, then, if we study Virginia 
pretty fully and then turn our attention to the southern 
group as a whole, and gather the common contribution 
of each member to the sum of colonial institutional life. 
In a similar manner, for similar reasons, a study of Mas- 
sachusetts as the typical New England colony and of 
the common characteristics of this group, will meet the 
demands of our purpose. 

' What results will come about from the application of this 
purpose in this way ? 

2 What the result in this case? Should King Philip's War 
be studied ? Reasons for your answer. Compare this war and 
Body of Liberties as to amount of space they occupy in your 
histories. 

•''The particular events in the various colonies were different. 
Is not this a sufficient reason for studying them? Explain. 



INTRODUCTION. 



Such a study must be made to prepare the way, re- 
motely, for tracing the antagonisms in our political, 
social, and industrial life, and, immediately, for a study 
of the transitional phase in our history. This latter is 
the period of Revolution — a period in which the growth 
of ideas is very rapid. 

The real revolution took place in the minds of the 
people. The Revolutionary War was not the Revolu- 
tion, but a mere sign that it was taking place — a means 
by which it was made secure.^ We must not be led 
astray by the blood and noise of battle, but hold to the 
growth of ideas. The Revolution was the furnace blast 
in which our institutions were fused into one compact 
organization. There were two steps in this process : 1. 
The growth which made us one with reference to Eng- 
land ; 2. The growth which made us one with reference 
to ourselves. 

Each of these movements is marked by two distinct 
steps. Each of these steps is marked by a great histori- 
cal document which embodies the degree of progress 
made.^ In the selection of material why should these 
documents not appear in our ordinary school histories? 
Each was produced by a series of causes and each in 
turn profoundly affected our liistory. Each must be 
interpreted in the light of the events which produced it 
and the results it wrought. These results are interwoven 
with all our after history. How can this after history 

^ If these statements are true, what is the conclusion as to 
the selection of material for study in this period and the amount 
of time to be given it ? 

^Name these documents. State the nature of the growth 
which each represents. What is the leading idea in this 
period ? 



10 INTRODUCTION. 



be understood if the causes which gave it shape and 
direction are not mastered ?^ 

The study of the material indicated, if rightly carried 
on, prepares the student for the new phase of growth 
upon which the nation enters. The limitation of state 
lines are now removed. The life of the people has 
organized itself into the form of a nation. The growth 
of this life in its new form — the forces which hinder and 
help it — becomes the central thought of this period. But 
where shall we look for this growth?^ As before, the 
organized life of the people, in great and permanent 
forms, growing along lines parallel in time, mutually 
aiding and opposing each other, is the chief concern of 
the student.^ 

In this discussion of the central truth of the subject 
and its use in fixing the purpose of study and in deter- 
mining the selection of material and the distribution of 
time upon it, of necessity, some reference has been made 
to the way in which the subject is to be thought. But 
a fuller discussion, like the central truth, must be derived 
from the essential nature of the subject. This we have 
found to be the life of our people as embodied in the 
growth of their institutions. But growth has been along 
lines parallel in time. It is necessary, then, to know the 
place in time an event or a series occupies. This is for 
the sake of the event and never for the date. Relations 
in time may suggest other relations, but dates yield their 

^ Where, in a course in History, should these documents be 
studied ? Is there a good reason for their omission that cannot 
be given for the omission of any other important events ? 

^ Let the student formulate the answer. 

' The " Outline " does not present this growth in parallel 
lines — perhaps it should, but it permits the student to think it 
in this way. 



INTRODUCTION. 11 



greatest service as aids to holding contemporaneous 
events in mind. 

But growth must occur somewhere, and the place 
where the life of a people develops exerts a great influ- 
ence on that development. Climate is a most powerful 
♦factor in determining the forms of industrial life, and, 
hence, must influence the politics of a people. The 
difierence between social and industrial ideas of the 
northern and southern colonies cannot be fully under- 
stood without reference to their physical conditions. 
Seldom, if ever, is the place of an event learned for its 
own sake, but, like time, it is simply a means to knowl- 
edge under higher relations. 

The growth of institutional life manifests itself in 
phases, although these are continuous and unbroken. 
On the basis of these phases History may be divided in 
logical and natural divisions.^ Divisions not based on 
the nature of the subject are illogical and artificial, and 
a hindrance to consecutive thinking. Any diagram or 
outline which tries to represent the intimate and intricate 
connections between events — the mutual play of cause 
and efl^ect — has very little working value on account of 
its complexity.^ Get the connection in thought and the 
connections on the black-board and in the note-book 
will take care of themselves. 

Phases of institutional life are fixed more firmly in 
mind by carefully working out their essential resem- 
blances and diff"erences. The same is true of particular 
events. A conscious eff'ort on the part of the student to 

^ The student must tee the divisions in the subject itself — he 
discovers them and does not invent them. 

- What is the pedagogical value of a diagram or outline ? What 
relations do they usually show ? What other relations can they 
express ? When, in thinking a subject, should a diagram be 
used? Why not be used before? If not before, why at all ? 



12 INTRODUCTION. 



discover likenesses soon makes it evident that the same 
force or principle manifests itself in various disguises.^ 
In this way is revealed the permanent and enduring 
movements in our history. This is indispensable to 
that kind of reasoning most prominent in History — the 
probable inference. ^ 

Growth depends on appropriate causes and conditions. 
The movements of our history cannot be understood 
unless adequate causes are discovered. Pedagogically, 
and logically, too, causes are adequate when they are 
fundamental. When the fundamental causes of the 
weakness of slavery are seen, then the cause of every 
battle it fought from the Constitutional Convention to 
its surrender at Appamattox becomes clear — not only 
why it had to do battle but why defeat was inevitable 
at each step. When the fundamental cause of the 
weakness in the Articles of Confederation is found, all 
other defects become plain. ^ It may be said that there 
are two classes of causes — immediate and remote. Imme- 
diate causes and results give us the connections which 
directly, in time, precede and succeed an event. Remote 
causes and effects are connected with an event through 
their effect on other events. Remote causes are more 
permanent than immediate. Tracing remote causes 

' What is the advantage in this kind of thinking? 

- The educative power of History lies largely in the accurate 
and frequent use of this form of reasoning. Students must dis- 
tinguish this from the reasoning in Mathematics. Illustrations 
should be drawn from the student's knowledge of History, and 
from every-day life. 

^ Fundamental causes are usually remote. A fundamental 
cause is known from the fact that it is one which explains all 
others concerned in producing a result. 



INTRODUCTION. 13 



puts threads of thought through the subject, binding all 
parts into a compacted and organized whole. ^ 

A part of the problem of History consists in tracing 
events back to their origin in the will of an individual 
or of a nation. The action of the will is the result of a 
purpose and events are often the means for realizing 
some purpose. It must follow that one way of inter- 
preting events is to see them as means moving toward 
the fulfillment of a purpose. But we see events over a 
long stretch of time moving toward the accomplishment 
of an end which no man could have foreseen, or have 
planned for its realization. From this it is evident that 
"man goes forward in the execution of a design which 
he has not himself conceived, and which, it may be, he 
does not understand. It is not until it manifests itself 
in outward realities, and he has reached the elevated 
vantage ground of some series of achievements that he is 
able to recognize and comprehend jt. * * * * The 
insight, thus gained, into the magnificent plans revealed 
in universal history will convince him that ' what has 
come to pass, and what is coming to pass every day, is 
not only not without God, but is essentially his work.' 
When the plan is comprehended and recognized as 
God's plan, the result is the justification of God in the 
history of the universe."^ — Hodgin's Outline. 

J- Which class of causes has the greater value ? In what ways 
can this value be measured ? 

What is meant by an "organized whole ?" 

^ What is this end toward which the race is moving ? What 
is the relation between the growth of institutions and this Divine 
Thought ? What is the relation between the development of 
our Nation and this Divine Plan ? 




_... ^..A-:^^ 

PERIOD OF DISCOVERY. 



CAUSES OF THE DISCOVERY BY COLUMBUS. 



I. GENERAL CONDITION OF EUROPE IN THE 
MIDDLE AGES. 



The discovery of America is one of a number of great 
events that mark the transition from the middle ages 
to modern History. The former extends from the fifth 
to to the fifteenth century. It is noted as a period of 
general stagnation. The first five hundred years are 
called the Dark Ages. Our ancestors were then barba- 
rians in the northern part of Europe. They lived in 
tribes, hunted, fished, and robbed by sea and land. 
These tribes invaded and destroyed the Roman Empire. 
The Christian Church was the only organized form of 
society that remained. Learning was locked up in the 
Monasteries of southern Europe. The Clergy were the 
only educated persons, and exerted a powerful influence 
over the minds of men, and finally converted the 
invaders to Christianity. When the power of the Church 
over the people was greatest, one of those events occurred 
which did much to make possible the discovery of 
America. 

'This plan of studying the causes of discovery was first worked 
out by Pn.f. C. W. Ilodjjin. 

Fir-it volume of Irving'.s tVilumbus should be read — (Lovell 
edition). 



16 Outline and Notes on U. S. History. 



II. THE CRUSADES. 



These were religious wars between the Christian 
nations of Western and Southern Europe and the 
Mohammedans of Southwestern Asia. Since the com- 
ing of Christ his followers have made pilgrimages to 
Jerusalem and other sacred places in the Holy Land. 
In the Middle Ages the Church encouraged and 
rewarded these journeys. In 1076 the Turks, rude and 
savage Mohammedans, captured Jerusalem from the 
African Mohammedans and immediately began to exact 
tribute, rob, and beat the Christians. The returning 
pilgrims fired the heart of Europe by the tales of their 
sufferings. Peter the Hermit, under the sanc^tion of the 
Pope, began a journey over Europe preaching to large 
and enthupiastic gatherings the duty of all Christians to 
unite in a war to recover the sacred places from the 
Infidels. In 1095 the Pope summoned the Council of 
Clermont. This meeting enthusiastically declared for 
war. The news spread rapidly over Europe and thou- 
sands put on the red cross as the sign of their enlist- 
ment. A million of men, women, and children started 
for Jerusalem without adequate preparation. All classes 
joined in the rush for the East. The prisons were opened 
and the criminals swelled the multitude. Thousands of 
the rabble starved and were put to death by the angry 
people whom they robbed. Finally, Kings and Emperors 
organized well equipped armies and fought many suc- 
cessful battles, and in 1099 conijuered Jerusalem and 
established a government which lasted eighty years. 
But Palestine was not permanently conquered from the 
Mohammedans, and as many as nine Crusades took 
place, extending from 1095 to 1291. The effects of the 
Crusades were very great and are to be worked out by 



Pkkiod of Discovery, 17 

the student — especially those bearing on the discovery 
of America.' 

III. TRAVELS IN THE EAST. 



One of the most important results of the Crusades was 
the desire of Europeans to know more of the far East. 
Many journeys were made to these remote regions. The 
nations of Europe sent ^Embassadors to the great Khan 
of Asia. Among the private travelers was Benjamin, 
the Spanish Jew, who, beginning in 1160, spent thirteen 
years in India and the East. He "published" an 
account of liis travels. 

'J'he greatest of these was Marco Polo, the Venetian. 
He visited the great Khan about the middle of the 
thirteenth century. He was made Embassador and was 
sent on many important missions. He served the Em- 
peror seventeen years. Afterwards he traveled for 
twenty-six years in most parts of the East and visited 
countries never dreamed of by Europeans. On his return 
he delighted and astonisiied the people by his tales of 
the wealth and power of the nations he had seen. His 
writings gave a powerful impulse to Asiatic trade. Colum- 
bus and the Portuguese owed much to his writings. Polo 
had tiiken no astronomical observations. He did not 
travel as far per day as the German Geographers esti- 
mated on their maps and globes. What conclusions 
did Columbus reach from a study of these maps and 
globes ? 

Beginning witii 1822, Sir John Mandeville spent thirty 
years in the East. His stories kt;pt alive the interest in 
Eastern Asia. Many others of less note visited these 
lands. These journeys all tended to the same result. 
What was it? 

' Fuller discussions of the Crusades, Ridpath. II., p. 297 — 
and in any good Cieneral Historv. 



18 Outline and Notes on U. S. History. 



IV. THE PORTUGUESE. 



Filled by these travels with a desire for discovery, 
Columbus was attracted to Portugal b}' reports of their 
enterprise. The maritime efforts of this nation began 
under Prince Henry, who established a school of navi- 
gation near Cape St. Vincent. Here he devoted himself 
to those sciences bearing on navigation and gathered 
around him the leaders in these subjects. The first 
voyage was made to the coast of Guinea in 1415. Little 
was accomplished till 1420 when two of Henry's boldest 
sailors had their ships driven into the Atlantic as far as 
the Madeira islands. They thought themselves lost but 
trusted to the Mariners' Compass and reached home. 
In a short time the Cape Verd islands were found three 
hundred miles from shore and the Azores at the great 
distance of nine hundred miles. 

These results attracted the attention of all Europe and 
the fame of Prince Henry made the Portuguese respected 
among learned men. This great man died in 1470, but 
the impulse to discovery went on. The next year the 
Equator was reached, and in 14S7 the ships of Portugal 
doubled the Cape of Good Hope on the route to India. 
Columbus arrived in Portugal about 1470. These dis- 
coveries and the information obtained from the papers 
of his father-in-law made him more determined than 
ever to try the route to the West. 

V. INVENTION OF PRINTING. 



This invention, which took place between 1420 and 
1450, exerted a powerful influence in behalf of Colum- 
bus. " He was enabled to accumulate sufficient material 
from the travels of Polo and others from the published 
works of the German geographers, and from the reports 



Pkriod of Disc'ovkky. 19 



of the Portuguese discoverers to construct his theory of 
the form ami size of tlie earth ami of a western route to 
India.'' 

VI. POLITICAL CONDITION OF EUROPE. 



By the middle of the fifteenth century Italy, Spain, 
France, Portugal, and Elngland were well estahlished 
nations. Italy led them all in conmierce. She held 
the trade of Asia in her own hands. The capture of 
Constantinople in 1458 by the Turks, cut off this trade 
with the East. It was now plain that a new route must 
lie found or Europe must surrender the trade with the 
East and that whatever nation should lead must be 
immensely enriched. This resulted in rivalry, which 
made several of the leading nations give favorable atten- 
tion to the appeals of Columbus.' 



FOUNDATION OF ('LAIMS TO TERRITORY. 



I. SI '.MX. 

1. Oolumbus — events of the first voyage and the 
time ami place of the others. Why study time and 
place in this j)criod? 

2. Other expeditions — study only those expedi- 
tions tliat extend or confirm Claims. Why? 

3. Locate a line from tlie Atlantic to the Pacific 
touching the most northerly points reached by Span- 
iards. Did Spain claim more? 



' The student must see how each of these points bore on the 
problem of discovery, and how they all form a connected whole 
whose culmination is reached when Columbus discovered 
America. 



20 Outline and Notes on U. S. History. 

II. FRANCE. 
Follow directions given under "2" above. 

III. ENGLAND. 

1. Study voyages of the Cabots and Raleigh. 

2. Read over voyages of Frobisher and Drake. 

3. Relation between English and other claims. 







PERIOD OF SETTLEMENTS.^ 



VIRGINIA, THE REPRESENTATIVE SOUTHERN 
COLONY. 



I. FIRST CHARTER. 

1. Time. 

2. Parties. 

3. Purpose of King, company, and settlers. What 
is the significance of this point ? 

4. Leading provisions." 

(1) Limits of grant. 

(2) Two councils — each appointed by the 
King. 

(3) The Local Council, resident in the colony, 
was subordinate to the Superior Council resident in 
England. 

(4) Local Council had power to coin money — 
one-fifth to go to the Crown. 

(5) The Company could tax foreign vessels 5 
per cent, and English 2^ per cent, for trade. After 
twenty-one years the proceeds belonged to the Crown. 

(6) The Church of England and the supreinacy 
of the King were to be maintained. 

' Student must hold in mind the purpose for which this 
period is studied. 

- Bancroft, I., 120-122. Doyle's English Colonies in America, 
109-112. Lodge's Short History of English Colonies, 2-3. 



22 Outline and Notes on U. S. History. 

(7) Tumults, rebellions, conspiracies, muti- 
nies, sedition, murder, manslaughter, and certain 
offences against morality were to be punished by death. 
What is the meaning of so many capital crimes ? 

(8) Local Council could make laws, tempo- 
rarily, not affecting life and limb. These, to become 
permanent, had to be ratified by the Company or the 

King. 

(9) Products of labor were to be held in com- 
mon. 

(10) Juries were required in capital cases only. 

(11) " Whoever shall dwell and inhabit within 
every and any of said several colonies and plantations, 
and every of their children shall have and enjoy all lib- 
erties, franchises, and immunities, within any of our 
other dominions, to all intents and purposes, as if they 
had been abiding and born within this our realm of 
England." What were the political rights of colonists, 
Company and King ? 

5. Leading events. 

(1) The voyage. 

(2) Leading men. 

(3) Character of the settlers. 

(4) Read oyer quarrels between leaders. 

(5) Change in administration— effects. 

(6) Read over Smith's Indian exploits. 

(7) Arrival of new emigrants — effects. 

(8) Condition of Colony in 1609. 

II. SECOND CHARTER. 

1. Time. 

2. Limits of grant. 

3. Leading Changes :^ 

' Bancroft, I., 136-137. Doyle's English Colonies, 138-140. 
Lodge's English Colonies, 7. 



Period of Settlements. 23 

(1) Power of the Kinp^ was given to the Com- 
pany by allowing the latter to fill all vacancies in the 
Council. 

(2) The Local Council was abolished. 

(3) A Governor, elected by the Council, was 
given almost absolute power over the settlers. 

(4) On account of the large number of crimi- 
nals in the colony, and to be sent over, a very severe 
code of laws was introduced by either Gates or Del- 
aware : 

(a) Malicious speech against the Trinity or 
any known article of the Christian faith, blasphemy — a 
third offense, robbing the common store, false-witness 
bearing for any cause, trading with the Indians without 
license, robbing gardens by pulling up roots, herbs or 
flowers — all these were capital crimes. 

(b) Bakers and cooks were to lose their ears 
for defrauding customers. 

(c) A penalty of three public whippings and 
confessions were imposed for disrespect toward a min- 
ister. 

(d) Ministers were to catechise new arrivals 
— refusal to attend catechism was death. 

(e) Treason to slander the London Company 
or any of its books. 

(f) " No man shall give disgraceful words or 
commit an}' act to the disgrace of any person in the 
colony upon pain of being tied head and feet together 
upon the ground every night lor a month." 

4. Starving time — causes and effects. 

5. Changes made by Gates — effects. 

6. Condition of Virginia in 1612. 



24 Outline and Notes on U. S. History. 

III. THIRD CHARTER. 

1. Time. 

2. Limits. 

3. Changes in government — their significance. 

4. Compare the charters as to the distribution of 
powers. 

5. Marriage of Pocahontas — effects. 

6. Dale's government — effects, 

7. Read over Argall's government. 

8. Yeardly and the First Assembly:^ 

(1) The assembly was called according to 
instructions from the London Company, and consisted 
of the Governor and Council, and the Burgesses. 

(2) The owners of plantations must have 
exerted a decided influence on the elections. There 
were two classes, probably, not represented — the slave 
and the indented servant. 

(3) The functions of the Assembly were : 

(a) To change the Company's instructions 
into laws. 

(b) To make laws of their own suggestion. 

(c) To send petitions to the Company. 

(d) To try criminals. 

(4) The code of laws produced by the Assem- 
bly was much milder than previous laws. 

9. Introduction of Negroes — reasons — effects. 

10. Arrival of Women — effects. 

11. Written Constitution. 

12. Read over massacre of 1622. 

13. Dissolution of London Company — causes. 



1 Bancroft, I., 145-146. Doyle, 158-162. Lodge, 9-10. 



Period of Settlements. 25 

IV. ROYAL GOA- ERNMENT. 

1. The change — its effects. 

2 From 1624 to 1649 study only those points 
which bear on the growth of Virginia. 

3. Principles involved in the Civil War. 

V. VIRGINIA UNDER CROMWELL. 

1. Account for Virginia's position in the war — 
effects. 

2. The Navigation Law. 

(1) Provisions. 

(2) Purposes. 

(3) Causes. 

(4) Effects. 

3. Additional political rights:^ 

(1) Burgesses were given the power to elect the 
Governor, Council, and County Commissioners. 

(2) The Governor and Council held office one 
and sometimes two years. 

(3) The Burgesses elected their own speaker. 

(4) "At tlie Restoration, Virginia had free 
trade, universal suffrage, and religious freedom." Tliese 
privileges were soon taken away. What, then, was their 
value? 

VI. RESTORATION. 

1. Changes — efiFects. 

2. Contrast with Cromwell's changes. 

3 Bacon's Rebellion.^ — causes and results. 

4. Character of Virginian History for the next 
lialf century. 

• Bancroft, I., 223-229. Doyle, 223-227. Lodge, 16-18. 
- Tj'ler's American Literature, I., 69-79. 



26 Outline and Notes on U. S. History. 



THE SOUTHERN COLONIES AS A WHOLE. 



The large number of essential resemblances and the 
absence of important differences make it unnecessary, 
in the light of our purpose, to study each member of 
the group in detail. The reseml)lances are due to two 
kinds of causes. 

The Southern Colonies that belonged to the original 
thirteen were situated on the low plain between the 
Atlantic Ocean and the mountains. The temperature 
of this region is more than ten degrees higher than that 
of Indiana. Everywhere the soil was of great fertility 
and well watered with many rivers flowing to the sea 
parallel to one another. 

Each colony was established, or soon after managed, 
for commercial purposes. How can the colony be made 
to pay, asked the corporation or the proprietor. This 
group was settled by the same classes from England. 
" Each drew its governing class from the landed gentry, 
with but a slight infusion of yeomanry. Below the 
great landholders came a population largely tainted with 
pauperism and crime. Thus there was a wide gap 
between the upper and lower orders." What influences 
tended to increase the ga[)? ^ 

The same degree of separation was not present in each 
colony. It was least in Maryland and greatest in South 
Cai'olina. What must have been the effect of climate 
and the labor system on this separation? Compare this 
with the social separation in the North at present. 

The first form of slavery in America was not Negro 
shivery. In the early days of Maryland and Virginia, 
the slaves consisted of criminals who were banished 

1 Doyle, 381. 



Period op Settlements. 27 

instead of punished, and those who were bound to 
service for a number of years. 

To these were added political offenders. The latter 
class was small in number. The demand on the planta- 
tions for this kind of labor increased very rapidly as 
population increased, and as plantations grew in 
number and size. The supply had to be increased. " It 
became a trade to furnish the plantations with servile 
labor drawn from the offscourings of the mother 
country." In 16(U a committee of Parliament was ap- 
pointed to authorize contractors to furnish criminals, 
beggars, and vagrants for the trade. " The young, the 
inexperienced, and the friendless were at the mercy of 
the kidnappers. Children and apprentices were stolen." 
Not until 1670 was kidnapping made a capital offense. 
In the latter half of this century, negro slavery gradually 
supplanted the system of indentured service. In 1649 
Virginia had three hundred negroes, and in 1661, two 
thousand. At this date the indentured servants num- 
bered eight thousand. The King now took shares in 
the African slave trade and made special efforts to 
destroy the system of "white slavery." 

The chief productions of this group were tobacco, rice, 
and cotton. What effect did these have on slavery and 
slavery on them ? What effect did the system have on 
the slaveholder? On society? 

On the plantation was the store, usually situated on 
the banks of the river. Here the English merchant ship 
landed and traded with the planter.^ There were no 
manufactures of any kind, hence the English goods were 
in great demand. After the Revolution, McMaster^ 
states that "not so much as a broom was made in 

^ Gay's Life of Madison, 49-51. 
■' Vol. II., 4. 



28 Outline and Notes on TJ. S. History. 

Georgia. The books and the furniture, the harpsichord 
and the spinet, the wine, the china, and the shoes came 
from abroad. The cards with which they gambled, the 
coach in which the fine lady took her airing or went to 
church, the saddle on which the fine gentleman went 
to hunt, each was of foreign make." In Virginia, "all 
articles requiring any skill in manufacture and even 
many of the simplest in domestic use were bought ready- 
made from England.^ Account for this. 

There were few towns^ in this group of colonies. 
This was felt to oe a misfortune, and the Colonial Assem- 
blies tried to remedy the defect. In Maryland and 
Virginia, laws were passed establishing towns in certain 
localities. These were called " paper towns," for most 
of them never existed anywhere else. Baltimore and 
Richmond are two important exceptions. Account for 
the absence of towns. 

In the entire group there was no attempt to establish 
a system of free schools. There were two means open 
to the planters for the education of their children — 
private instruction and education abroad. Great igno- 
rance prevailed among all classes below the planters. 
In some of the colonies attempts to found colleges 
were made, but generally failed — except in Virginia. 
Whiy no free public schools in the South ? Why did 
the majority of colleges fail ? 

In religious matters there was less uniformity than in 
other forms of life. At some time in each colony, the 
Episcopal Church was established by law, supported by 
taxation, strengthened by favors to its pastors and 
membership, and by restrictions on other sects. The 
latter were allowed to exist and were in a majority in 



1 Lodge, 61-63. 

- Lodge, 50-53. Baiiciolt, L, 235. 



Period of Settlements. 29 

some colonies, and finally succeeded in the eighteenth 
century in breaking down the English Church Estab- 
lishment and in relieving themselves of the existence or 
enforcement of obnoxious laws. 



MASSACHUSETTS, THE REPRESENTATIV-E NEW 
ENGLAND COLONY, 



I. Grants to Plymouth Company and Council. 

1. Time and place. 

2. Read over efforts to make settlements. 

II. The Puritans. 

1. Origin. 

2. Political and religious ideas. ^ 

3. Trace the Pilgrims from England througli 
Holland to America. ^ 

III. Plymouth Colony. 

1. May Flower Compact : In the name of God, 
Amen ; w^e, whose names are underwritten, the loyal 
subjects of our dread sovereign. King James, having 
undertaken, for the glory of God and the advancement 
of the Christian faith, and honor of our King and 
country, a voyage to plant the first colony in the north- 
ern parts of Virginia,' do by these presents, solemnly 
and mutually, in the presence of God and one another, 
covenant and combine ourselves together into a civil 
body politic, for our better ordering and preservation 
and furtherance of the ends aforesaid ; and, by the vir- 



1 Bancroft and Lodge. 

2 Bancroft. 



30 Outline and Notes on U.S. History. 

tue hereof, to enact, constitute and frame such just and 
equa] laws, ordinances, acts, constitutions and offices, 
from time to time, as shall be thought most convenient 
for the general good of the Colony. Unto which we 
promise all due submission and obedience." 

What purposes and what political principles are 
expressed ? 

2. First 3^ear of the colony. 

3. Position of Plymouth in the affairs of New 
England. 

IV. MASSACHUSETTS BAY COLONY. 

1. Charter. 

(1) Time, purpose, and parties. 

(2) Leading provisions : 

(a) No laws to be made contrary to those of 
England. 

(b) One-fifth of gold and silver ore to belong 
to the Crown. 

(c) The colony was granted freedom from 
customs for seven years. 

(d) " For their further encouragement we 
grant to the said Governor and Company that they shall 
be free and quit from all taxes and impositions, for the 
space of twenty-one years, upon all goods and merchan- 
dise imported thither or exported from thence into our 
realm of England or any otlier of our dominions by said 
Governor and Company, except five pounds per centum 
after said seven years." 

(e) The officers of tlie government consisted 
of the Governor, the Deputy, and eighteen Assistants. 
Tliese were chosen annually from the twenty-six persons 
named in the charter. 

(f) Only the members of tlie Company had 
the right of sutirage. 



Period of Settlements. 31 

(g) The officers formed a body called the 
General Court. It performed all the functions of gov- 
ernment. The charter authorized four great meetings 
each year for the purposes of government. The Gov- 
ernor could call the company together each month for 
business purposes. 

(h) No way was provided by which the 
inhabitants could influence the rule of the corporation 
over them. They could not become freemen except by 
vote of the General Court. They had no voice in the 
choice of ruler. No right of protest, petition, or trial by 
jury was granted them. 

(e) ' We grant to said Governor and Com- 
pany and their successors that all and every of their 
subjects which shall go and inhabit said lands and every 
of their children shall have and enjoy all the liberties 
and immunities of free and natural subjects as if tliey 
and every of them were born within the realm of 
England.' 

(j) • We command that all such orders and 
laws as shall be made by the' Governor, Deputy, and 
Assistants shall be carefully observed and put in execu- 
tion, and these letters patent shall be to all and every 
such officers for the putting of the same orders and laws 
in due execution against our heirs and successors a suffi- 
cient warrant and discharge.' 

(k) The government was given " full and 
absolute power and authority to correct, punish, par- 
don, govern and rule all such subjects ***** 
as shall voyage thither or hereafter inhabit within the 
precincts of New England aforesaid." 

2. Transfer of Charter — cause and effect. 

3. Account for the large number of towns. 

4. Growth in government. 



32 Outline and Notes on U. S. History. 

(1) Extension of the ri^ht of suffrage. 

(2) In 1632, the freemen of a certain town 
objected to paying a tax that had been levied by the 
General Court. To bind all the towns the General 
Court ordered that two men be appointed from each 
town to confer with it aV)out " raising a public stock." 
By 1634 the population was three or four thousand, 
occupying several towns. This increased the business 
and difficulty of legislation so much that the General 
Court ordered that representatives be chosen by each 
town to attend its meetings. These met and voted with 
the Governor and Assistants. Show how this would 
lighten the work of the government. What other good 
results? 

(3) The judicial work of the General Court 
grew so rapidly that in 1635 local courts were established. 
These held sessions in the towns. Show how this 
relieved the General Court. What other effects? 

(4) About this time the General Court for- 
mally established town governments by ordering that 
" the freemen in every town, or a major part of them, 
should have power to dispose of their owti lands and 
woods, to grant lots and choose their own particular 
officers, as constables, surveyors of highways and the 
like, annually or otherwise if need required ; also to 
make such laws and constitutions as concern the wel- 
fare of the town, provided tliey are not of a criminal 
nature, and that their penalties exceed not twenty shil- 
lings for one offense, and that they be not repugnant to 
the public laws and orders of the country." Show cause 
purpose, and effect of this act. 

5. Controversy with Roger Williams. 
Generally there has been given ))ut one side of this 
conflict. It is proposed to state briefly the government's 



Period of Settlements. 33 

side. In 1635, the Massachusetts Bay colony was threat- 
ened with the loss of its charter. Charges of rebellion 
and independence were made against the colony in 
1633. In 1635 the case was on trial and judgment was 
rendered against the original twenty-six patentees. The 
conflict in England, happily drew attention from the 
colony. So evident did a conflict seem that forts were 
erected and soldiers were armed and disciplined. 

Roger Williams was a Separatist. When he first ar- 
rived he refused to join the congregation at Boston be- 
cause " they would not publicly repent having had com- 
munion with the English Church." He taught that the 
authorities had no power over violations of the Sabbath. 
While living among the Separatists of Plymouth ne 
denied the title of Massachusetts to her land, because 
not purchased of the Indians. What had this to do with 
the situation ? He denounced the women of Salem for 
appearing in the street unveiled. Endicott, under Wil- 
liams' influence, thought the cross in the English flag 
smacked of Romanism and so cut it out. After a time 
Williams went back to denouncing the " King's patent" 
and again attacked the officers of the law for "adminis- 
tering the oath to the unregenerate." 

Finally, he was tried by the court for disturbing the 
peace of the colony and sentenced to be banished in the 
spring. He would not be silenced. The magistrates 
decided that he must be sent immediately to England. 
He then abandoned the colony in midwinter. ^ Had 
the colony the legal and moral right to banish Roger 
Williams? How has our government settled these 
points? 

6 Emigration of 1635 — causes and effects. 
7. Educational forces — Harvard College, printing 
press, and free schools. 

1 Lodge, 347-348. Bancroft, I., 369-379. 



34 Outline and Notes on U. S. History. 

8. Body of Liberties. 

(1) Origin. — Governor Winthrop's History for 
1635 says that "the Deputies having conceived great 
danger to our state in regard that our magistrates, for 
want of positive laws, in many cases, might proceed 
according to their discretions, it was agreed that some 
men should be appointed to frame a body of grounds 
for laws in resemblance to Magna Charta." Eight com- 
mittees failed to report. In 1641 Nathaniel Ward 
reported his famous one hundred laws. These were 
presented to each town in the colony for its considera- 
tion and were finally adopted by the General Court. 

(2) Leading provisions : 

"The free fruition of such liberties, immuni- 
ties and privileges as humanity, civility and Christianity 
call for as due to every man in his place, and without 
impeachment and infringement hath ever been and ever 
will be the tranquility and the stability of Churches and 
Commonwealths. And the denial or deprival thereof 
the disturbance if not the ruin of both. We hold it, 
therefore, our duty, and safety whilst we are about the 
further establishing of this government to collect and 
express all such freedoms, as for the present we foresee 
may concern us and our posterity after us, and to ratify 
them with our solemn consent. We do, therefore, this 
day religiously and unanimously decree and confirm 
the following rites, liberties, and privileges concerning 
our Churches and Civil State, to be respectively, impar- 
tially, and inviolably enjoyed and observ^ed throughout 
our jurisdiction forever." What is the purpose of this 
preliminary statement ? 

(b) " Every person within this jurisdiction, 
whether inhabitant or foreigner, shall enjoy the same 
justice and law that is general for the plantation, which 



Period of Settlements. 35 

we constitute and execute one toward another without 
partiality or delay." 

(c) " Every man, whether inhabitant or for- 
eigner, free or not free, shall have liberty to come to any 
public court, council, or town meeting and either by 
speech or writing to move any lawful, seasonable, and 
material question or to present any necessary motion, 
complaint, petition, bill or information whereof that 
meeting hath proper cognizance, so it be done in con- 
venient time, due order and respectful manner." 

(d) "Every man of or within this jurisdic- 
tion shall have free liberty notwithstanding civil power 
to remove both himself and his family at their pleasure 
out of the same, provided there be no legal impediment 
to the contrary." 

(e) In all cases of arrest bail was allowed 
except in capital cases, contempt in open court or where 
some law prevented it. 

(f) "In all actions at law it shall be the lib- 
erty of the plaintiff and defendant by mutual consent 
to choose whether they will be tried by the Bench or by 
a Jury, unless it be where the law upon just reason 
hath otherwise determined." 

(g) Both plaintiff and defendant had the 
right to challenge jurors. 

(h) "No man shall be twice sentenced by a 
civil justice for the one and the same crime, offense or 
trespass." 

(i) " No man shall be beaten with above forty 
stripes, nor shall any true gentleman, nor any man 
equal to a gentleman, be punished with whipping unless 
his crime be very shameful and his course of life vicious 
and profligate." 



Outline and Notes on U. S. History. 



(j) Torture to compel confession was not 
allowed except when, in a capital case, it was apparent 
that there were other parties; hut in such case it was 
not to be "barbarous and inhuman." 

(k) " Civil authority hath power and liberty 
to see the peace, ordinances, and rules of Chri^ observed 
in every Church according to His Word. So it is done 
in a Civil and not in an Ecclesiastical way." 

(1) "Civil authority hath power and liberty 
to deal with any church member in a way of civil 
justice, notwithstanding any church relation, office or 
interest." 

(m) " No church censure shall degrade or 
depose any man from any civil dignity, office or author- 
ity he shall have in the Commonwealth." 

(n) Every married woman was protected 
against corporal punishment from her husband, and had 
redress if he refused her by will a proper share in his 
estate. 

(o) Persons over twenty-one had the right 
to convey property by will. In the absence of a will 
the children shared equally, except the oldest son, who 
had a double portion, provided the General Court did 
not decide otherwise. 

(p) " There never shall be any bond slavery 
or captivity among us unless it be lawful captives taken 
in just wars and such strangers as willingly sell them- 
selves or are sold to us. And those shall have all the 
liberties and Christian usages which the law of God 
established in Israel concerning such persons, doth 
morally require. This exempts none from servitude 
who shall be judged thereto by authority." What is 
the point to this ? 



Period op Settlements. 37 

(q) Twelve capital offenses were estab- 
lished.^ 

(r) "All the people of God within this juris- 
diction who are not in a church way, and be orthodox 
in judgment and not scandalous in life, shall have full 
liberty to gather themselves into a church estate, pro- 
vided they do it in a Christian way with due observa- 
tion of the rules of Christ revealed in His Word." 

(s.) " Every church hath free liberty of elec- 
tion and ordination of all their officers from time to 
time, provided they be able, pious, and orthodox." 

(t) The associate magistrates of the inferior 
courts were to be nominated by the towns within their 
jurisdiction. 

(u) "Any shire or town shall have liberty 
to choose their Deputies when and where they please 
for the General Court. So it be they be freemen and 
have taken the oath of fealty and inhabiting in this 
jurisdiction." 

(v) " The freemen of every township shall 
have power to make such by-laws and constitutions as 
may concern the welfare of their town, provided they 
be not of a criminal nature." 

(w) At the " Court of Election," the freemen 
could discharge the General officers " by way of vote" 
without showing cause, but at otlier General Courts the 
reasons must "be alleged and proven." 

What political principles are found above ? What 

ideas above stated are now embodied in our institu- 
tions? 

9. The New England Union. 2 

1 There were many more in England. 

- Frothingliam'8 Rejniblic, 33-49. Lodge, 354. Bancroft- 
see " contents." 



38 Outline and Notes on U. S. History. 

(1) Parties — why no more? 

(2) Purpose of the union. 

(3) Government. 

(4) Results of the union. 

10. The Civil War and Commonwealth. 

11. The Quakers. 

(1) Purpose of their going to Mass. 

(2) Conduct of the Quakers. 

(3) Trial and punishment — effect. 

(4) Had the government the legal right to pun- 
ish the Quakers. 

(4) What do modern courts do with such cases ? 
(6) Can the Puritans be justified morally ? 

12. Navigation laws after the Restoration. 

13. Andros in New England. 

14. Witchcraft^ — read. 

(1) Cause and effects. 

(2) Who were the judges? 

(3) Why study this topic ? 



NEW ENGLAND COLONIES AS A WHOLE. 



I. PHYSICAL CONDITION. 

This group occupies the northern part of the North 
Temperate Isothermal Zone. Mean Temperature is 
about 46°. Winters are long and severe, while the sum- 
mers are short and hot. Surface is broken and rocky — 
very little level surface and fertile soil outside of the 

^ In Germany during the seventeenth century five hundred 
porsoiis wore V)urned as witches. In 1701 eight were l)urned, 
and 1744, five, and in 1754 a girl of fourteen years. Tiie " last of 
the witches" was executed in 1783. — Points from a lecture on 
Prussia by President Adams, Cornell University. 



Period of Settlements. 39 

river valleys. Rivers are comparatively small and run 
to the sea with swift currents. What inferences from 
the above statements? 

The conditions above stated made many occupations 
necessary and the presence of the sea made a great 
variety possible. The first in importance was fishing. 
In Massachusetts alone, in one year, this brought £250,- 
000. This, with other lines of commerce, made ship- 
building necessary and profitable, but this occupation 
involved many more. What were they ? New England 
ships were made at small cost, which, with the skillful 
sailors, gave them the carrying trade for the other colo- 
nies and to some extent for Europe.^ "The foreign com- 
merce of Boston alone employed six hundred vessels, 
and more than a thousand men engaged in the fisheries 
and coast trade." Many kinds of manufacture were 
found in each New England town — paper, hats, linen 
and woolen goods, leather and lumber. 

Students must explain the significance of the facts 
given. 

II. SOCIAL CONDITION. 

The leading colonies of this group were settled with 
political and rtligious freedom as the end. The settlers, 
for the most part, were Puritans. They belonged to the 
middle portion of English society.^ They were ''coun- 
try gentlemen, small farmers, and yeomanry of the 
mother country." Nearly all owned some property — 
none very rich and none very poor. In England they 
were members of the party that resisted Charles I. in 
Parliament, defeated him on the field of battle, and 
finally destroyed the kingsliip and the House of Lords 
and made Cromwell Lord Protector. 

1 Lodge, 409-4] 2. 

1 Tvler's American Literature, I., 93-98, 100-109. Lodge, 
406-409. 



40 Outline and Notes on U. S. History. 

In religion the Puritan held all forms and ceremonies 
not sanctioned by the Bible as wrong. They approached 
God in worship in thought and emotion. To them he 
seemed very near and interfered in the trivial affairs 
of every day life. They were stern and rigorous in the 
observation of the Sabbath. All work ceased at sunset 
on Saturday. This included the simplest household 
duties. Traveling abroad on Sunday for business or 
pleasure was prohibited. Most of the day was spent in 
direct acts of worship or in reading the scriptures. The 
sermons were usually two hours long and prayers in 
proportion. The sacrament followed the ordinary serv- 
ices. All partook or remained to witness. In most 
colonies attendance was compulsory. More than one 
unexcused absence brought punishment by fine, whip- 
ping, or sitting in the stocks on a public day. Order in 
church was strict. A Plymouth maid, for smiling, was 
threatened with banishment as a vagabond.^ 

The ministers^ of the Puritan Church were the intel- 
lectual leaders of the people. They were men of edu- 
cation and refinement. They shaped the laws and 
public policy of the colony. The pastor's advice was 
sought and followed on all subjects. 

They were the teachers — holding the positions in their 
colleges and doing the work of teaching in the lower 
schools. These men had to deal with the most advanced 
portion of the P]nglish race. Their congregations were 
educated and were close critical students — especially of 
their sermons. What the effect on the ministers?^ 
Rhode Island was more tolerant in religion than the 
other members of this group. 

' Lodge. 425-438 ; ^ 423-425. 

-Tyler's Literature, L, 9S-100, 18()-1!)2. For "Three (ireat 
Preachers of Nuw Lngland," 11)3-216. 



Period of Setti,ements. 41 

There were some differences as to government in New 
England, yet on essential points there was substantial 
agreement. In each colony during the seventeenth 
century there was a gradual movement toward local 
self-government. At first, in each colony one govern- 
ment did the work for the whole and for tlie parts. 
Plymouth and Rhode Island began with a Pure Democ- 
racy, while Massachusets began with a Corporation. 
The rapid growth of population increased the work of 
government so that some adjustment became necessary. 
Then came the separation of the functions of govern- 
ment and their assignment to different bodies, resulting 
in the establishment of a Representative Assembly and 
the creation of a Judiciary. In the main these were 
governments of the whole, yet the parts were repre- 
sented. In the next phase of growth, it was found 
necessary to establish local legislative and judicial 
bodies. This gave to New England her world-famous 
system of Town Government — "an unconscious repro- 
duction of all the essential features of the village com- 
munity v;hich tlie Angles, Saxons, and Jutes brought to 
England more than a thousand years before from the 
forest of Germany. * * * * Each member of this 
community had his due share in the land of the town, 
a home lot in the village, a farm lot and certain rights 
in the common belonging to the whole community. To 
this day these commons, with their cattle, sheep, and 
other rights, may be found in different parts of New 
England, a direct survival among direct descendants of 
the same and kindred races, of customs which flourished 
before Julius Caesar founded the Roman Empire."^ 

The town had a definite {)olitical organization. It was 
represented in the colonial legislature. The representa- 

^ Lodge, 414-415. Bancroft, I., "contents." 



42 Outline and Notes on IT. S. History. 

tives went up to the colonial capital to promote the 
interest of the town as related to the welfare of the 
whole. Purely local affairs were under the control of 
the freemen of the town, who annually elected some of 
their number to manage the town's affairs. These were 
the "selectmen." They raised taxes to build roads and 
bridges, to provide for the poor, and to meet the other 
expenses of town government. All persons had the 
right to assemble at the town meetings, engage in the 
discussions, and otherwise influence the transaction of 
business. The Puritans used business ideas in their 
government. They acted on the principle that an office 
is for the benefit of the whole people, hence it must be 
filled by the person who can render best service to the 
people. What must have been the result of this policy ? 
What lessons in government were learned by the New 
England freemen?^ 

New England's greatest gift to posterity was the Pub- 
lic Free School. In 1642 it was ordered in Massachu- 
setts that children and apprentices should be taught to 
read. It must not be inferred that this marks the begin- 
ning of the New England public school, for towns in 
some cases as soon as settled, had long before provided 
for the education of their children. Grammar schools 
followed, mainly to prepare for the college. " By 1649 
education was compulsory everywhere in New England 
ex-"ept llhode Island. Everyone could read, write, and 
cipher, and ignorance was even more uncommon tiian 
pauperism ?"2 

Write out a careful comjiarison and contrast between 
the Northern and Southern groups as as a whole. 

^ Hosmer's Samuel Adams, ill. 

2 Lod^'e, 465-466. Bancroft, I., " coiitonts." 



V''' ■ ' ' -'*' ' ' ' ■' 

PERIOD OF INTER-COLONIAL WARS. 



The following are the topics : 

I. Purpose for which the period is studied — the 
leading thought to be gained. 

II. Common causes, leading events, and common 
results of these wars.^ 

III. Relation to preceding and succeeding periods. 



^ One lesson each on King William's, Queen Anne's, and 
King George's Wars, and a larger number on the Fi'ench and 
Indian War. 

The first volume of Irving's Washington (Putnam's editior) 
should be begun now. 

Co-operation in King William's War is found in Frothing- 
ham's Republic, 88-93. 




PERIOD OF REVOLUTION. 



CAUSES OF THE REVOLUTION. 

I. The Revolution originated in a conflict between 
Great Britain and tiie thirteen colonies in regard to the 
government of the latter. 

II. Great Britain exercised complete control over 
the commerce of the colonies. 

III. Great Britain claimed that the King should 
appoint colonial Governors and Judges, who should hold 
office during his pleasure and be paid a fixed sum by the 
colonial Assemblies, while the colonists demanded that 
they should hold office during good behavior and receive 
annual grants for their services. 

IV. Great Britain exercised the right of collecting 
internal taxes. ^ 

V. Great Britain defended her acts on the ground 
that Parliament being the legislature of the whole em- 
pire had the power to pass laws for any of its parts. 
The colonists defended themselves on the ground that 
they were Englishmen and entitled to all the rights of 
Englishmen. 2 The following declaration states these 
rights as they were understood by the Congress of 1774. 

DECLARATION OF RIGHTS. 

The good peo{)le of the several colonies, justly 
alarmed at the arbitrary proceedings of Parliament and 
Administration, have severally elected, constituted, and 

' Arrange under "II." and "IV.," in logical order, all the 
events usually taken as causes of the Revolution. 
- Examine the.se arguments 



Period of Revolution. 45 

appointed deputies to meet and sit in General Congress, 
in the city of Philadelpliia, in order to obtain such 
establishment as that their religion, laws, and liberties 
may not be subverted. Whereupon the deputies so ap- 
])ointed, being now assembled in a full and free repre- 
sentation of these colonies, taking into their most serious 
consideration the best means of obtaining the ends 
aforesaid, do in the first place, as Englishmen, their an- 
cestors, in like cases have usually done, for affecting and 
vindicating their rights and liberties, Declare, — 

That the inhabitants of the English Colonies in North 
America, by the immutable laws of nature, the princi- 
ples of the English Constitution, and the several char- 
ters or compacts, have the following Rights: — 

1. That they are entitled to life, liberty, and prop- 
ert}' ; and they have never ceded to any sovereign power 
whatever a right to dispose of either without their 
consent. 

2. That our ancestors, who first settled these col- 
onies, were, at the time of their emigration from the 
mother country, entitled to all the rights, liberties, and 
immunities of free and natural born subjects within 
the realm of England. 

3. That, by such emigration, they by no means 
forfeited, surrendered, or lost any of those rights ; but 
that they were, and their descendants now are, entitled 
to the exercise and enjoyment of all such of them as 
their local and other circumstances enable them to ex- 
ercise and enjoy. 

4. That the foundation of English liberty, and of 
all free government, is a right in the people to partici- 
pate in their legislative council, and as the English col- 
onists are not represented, and from their local and 
other circumstances can not properly be represented, in 



46 Outline and Notes on U. S. History. 

the British Parliament, they are entitled to a free and ex- 
clusive power of legislation in their several Provincial 
legislatures, where their right of representation can 
alone be preserved, in all cases of taxation and internal 
polity, subject only to the negative of their sovereign, 
in such manner as has been heretofore used and accus- 
tomed. But from the necessity of the case, and a regard 
to the natural interests of both countries, we cheerfully 
consent to the operation of such acts of the British Par- 
liament as are bona fide restrained to the regulation of 
our external commerce, for the purpose of securing the 
commercial advantages of the whole empire to the 
mother countr}', and the commercial benefits of its re- 
spective members ; excluding every idea of taxation, 
internal or external, for raising revenue on the subjects 
in America without their consent. 

5. That the respective Colonies are entitled to the 
common law of England, and more especially to the 
inestimable privilege of being tried by their peers of the 
vicinage according to the course of that law. 

6. That they are entitled to the benefit of such of 
the English statutes as existed at the time of their colo- 
nization, and which they have, by experience, respect- 
ively found to be applicable to their several local and 
other circumstances. 

7. That these, his Majesty's Colonies, are likewise 
entitled to all the immunities and privileges granted and 
confirmed to them by royal charters, or secured by their 
several codes of Provincial laws. 

8. That they have a right peaceably to assemble, 
consider of their grievances, and petition the King; and 
that all prosecutions, prohibitory proclamations, and 
commitments for the same, are illegal. 

9. That the keeping a standing army in these 
Colonies in times of peace, without the consent of the 



Period of Revolution. 47 

legislature of that Colony in which such army is kept, 
is against law. 

10. It is indispensably necessary to good govern- 
ment, and rendered essentinl by the English Constitu- 
tion, that tlie constituent branches of the legislature be 
independent of each other ; that, therefore, the exercise 
of legislative power in several Colonies by a council, ap- 
pointed during pleasure by tlie Crown, is unconstitu- 
tional, dangerous, and destructive to the freedom of 
American legislation. 

All and each of which the aforesaid deputies, in behalf 
of themselves and their constituents, do claim, demand, 
and insist on, as their indu))itable rights and liberties, 
which cannot be legally taken from them, altered, or 
abridged, by any power whatever, without their own 
consent, by their representatives in their several Pro- 
vincial legislatures. 

In the course of our inquiry, we find many infringe- 
ments and violations of the foregoing rights; which, 
from an ardent desire that harmony and mutual inter- 
course of affection and interest may be restored, we pass 
over for the present, and proceed to state such acts and 
measures as have been adopted since the last war, which 
demonstrate a system formed to enslave America. (Here 
follows an enumeration of the acts of Britisli gov- 
ernment which have trespassed upon colonial riglits). 

To these grievous acts and measures Americans can 
not submit; but in hopes their fellow-subjects in Great 
Britain will, on a revision of them, restore us to that 
state in which both countries found happiness and 
prosperity, we have, for the present, only resolved to 
pursue the following peaceable measures: 1. To enter 
into a non-importation, non-consumption, and non-ex- 
portation agreement. 2. To prepare an address to the 



48 Outline and Notes on U. S. History. 

people of Great Britain, and a memorial to the inhabit- 
ants of British America; and, 3. To prepare a loyal 
address to his Majesty, agreeable to resolutions already 
entered into. 

VI. The real revolution took place in the minds of 
the people. The war wns not the revolution, only a 
sign thiit it was taking place — a means by which the 
revolution in thought was made permanent. There 
were two great phases of growth in this revolution — 
the first made us one with reference to England, and 
the second, one witli reference to ourselves.^ 

VII. Important topics and their References. 

1. Stamp Act Congress: Bancroft. Hildreth, II., 
(First Series) 529-531. Part of the Journal is in Niles' 
Register, II., 237-355. Prothingham, 184-190. 

2. Congress of 1774: Bancroft. Hildreth, III., 
(First Series) 42-45. Morse's John Adams, 63-82. 
Frothingham's Rise of the Republic, 358-381. For the 
Declaration of Rights, Journals of Congress, I., 19-22; 
American Archives (Fourth Series), 911, Niles' Register, 
I., 13-14. For Non-importation Societies, Journals of 
Congress, I., 23; American Archives, 913-916; Froth- 
ingham's Republic index. Address to people of Eng- 
land, Journals of Congress, I., 36-31 ; American Arch- 
ives, I., 917-921. Address to people of Canada, Jour- 
nals of Congress, I., 40. Address to the King, Journals 
of Congress, I., 46-49; American Archives, 934-938. 

3. Committees of Correspondence : Frothingham, 
index. Wells' Samuel Adams, III., in almost every 
chapter shows their work. Jefferson's Works, index. 



' Each of these phases of growth consists of two distinct 
steps which the student must discover. 



Period of Revolution. 49 

4. Boston Tea Party: Wells' Samuel Adams, 
III., 103-127. Frothingham, index. Hildreth, Ban- 
croft. 

5. Sons of Liberty : Frothingham, index. 

6. Annual Register (British) for 1765, Effect of 
Taxing America, 22-25 ; 1766, Reaction in England 
against the Stamp Act, 31-48 ; 1775, Extent of opposi- 
tion to the war, 55, — and General survey of the situa- 
tion, 1-22. 

WAR OF THE REVOLUTION, i 



I. Campaign against Lexington and Concord. ^ 
II. Siege of Boston. 

III. Campaign against the Middle States. 

IV, Burgoyne's Invasion.^ 

V, Campaign against Philadelphia. 
VI. Invasion of the South.* 
VII. Gates' Campaign. 
VIII. Greene's Campaign. 

IX. Siege of Yorktown. 

X. Treaty, s 

^ The relation between the war and the revolution must be 
clearly in mind. 

- Irving'H Washington (Putnam's Edition) is to be read on 
these topics. Read LougfeUow's Paul Revere, Bryant's Seventy- 
Six. 

'■' Our First Century, 72-80; Crea«v's Decisive Battles; Hil- 
dreth, III., (Plrst Series) 196-215, 2.38-239, 245-246; Bancroft 
IX., 359-387, 405-421. 

* Horry's Life of Marion (Lovell's Edition) and Bryants Song 
of Marion's Men. 

■' Why the Mississippi became our western Umit : Burnett's 
North West Territory, 75-82; Western Annals, 184-194, 201-214. 
Morse's John Adams, 198-240. 



50 Outline and Notes on U. S. History, 

GOVERNMENT OF THE REVOLUTION. 

I. DECLARATION OF INDEPENDENCE. 

1. Origin.^ 

2. Purpose. 

3. Political doctrines. 

4. Degree of unity expressed.'^ 

5. Relation to the formation of general and state 
governments. 

6. Compare and contrast with the Declaration of 
Rights. 

II. ARTICLES OF CONFEDERATION. 

1. Origin and relation to the Declaration of In- 
dependence.^ 

2. Nature of the government during the war. 

3. Degree of unity expressed. 

4. Causes of the decline of the Confederation : 
(Ij In the Articles,'* (2) In external events.^ 

^Jefferson's Works, I, 12-26 (Debates and original copy). 
Hildreth, III., (First Series) 131-138. Madison Papers, I., 2-18. 
Our First Century, 65-71. 

^ Elliot's Debates, 1., ()3-67. Story's Commentaries on the 
Constitution, I., 143-156. 

» Bancroft, IX., 436-451. Von Hoist, I, 19-30. Mildretli, 
III., 395-402. Storv on the Constitution, 1., 157-162 Madison 
Papers, II., 688-692. 

■* Search for tlie fundament d defect andex[il.in all otliers by 
it. Story I., 168-172. See any <i;()0<l work on Civil (iovern- 
ment. 

•'Von llolst, I., 39-46. Hildreth, II I., 474-177. Marshall's 
Washington, II., 94-105. .Mc.Madcr, 1., 130-138 (Condition of 
Congress) ; 177-185 (Paying the Army) ; 223-22(5, 233-249 
(America Abroad) ; 255-259 (Boston Resolutions and Bowdoin's 
Address). 

Sliay's Rebellion : Wells' Samuel Adams, III., 222-243 ; Mc- 
Master, I., 300-330; Hildreth, III., 450-454, 472-477. 

Madison Papers, II., 707-714. McMaster, I., 372-389 (Affairs 
in the South West). Bancroft's History of the Constitution, 
70-75. Gay's Madison, 76-87. Our First Century, 125-131. 



work, 
work. 



Period op Revolution. 51 

III. THE CONSTITUTION. 

1. On the way to the Constitutional Convention.^ 

(1) Convention of 1785 — place, purpose, and 

(2) Annapolis Convention — time, purpose, and 



2. The Convention. 

(1) Purpose and general view of its work.^ 

(2) Work of Washington,'^ Hamilton,* Mad- 
ison,^ Franklin.^ 

(3) Compromises.'' 

3. Ratification. 

(1) Purpose. 

(2) Manner. 

(3) Results. 8 

4. Interpretation.'' 

1 Marshall's Washington, II., 105-109. McMaster, I., ;277-279, 
889-390. Story, I., 188-190. Address of the Annapolis Conven- 
tion, Hamilton's Works, II., 33(3-339; Madison Papers, II., 694- 
707. Bancroft's Constitution, 195-196,197-203. Gay's Madison, 
47-63. 

2 Bancroft's Constitution, 231-235. McMaster, I., 438-446. 
Madison Papers, II., 728-746. Our First Century, 132-138. Hil- 
dreth III., (First Series) 482-526. Gay's Madison, 88-97. 

^ Marshall's Life of Washington, II., 110-125. 

^ Lodge's Hamilton, 60-65. Hamilton's Works, II., 395-409. 
Bancroft's Constitution, 232-238. 

5 Gay's Life of Madison, 88-97. Bancroft's Constitution, 212. 

« Barton's Franklin, II., 564-584. 

■ Bancroft's Constitution, 255-270 McMaster, I., 447-451. 
Gay's Madison, 98-114. Madison Papers, index on "Repre- 
sentation," "Slavery," "Small States." Greeley's American Con- 
flict, I., 43-49. 

** Pennsylvania : McMaster, II., 455-457 ; Steven's Gallatin, 
34-41. 

Massachusetts : McMaster, I., 477-480 ; Wells' Samuel Adams, 
III., 254-269 ; Hosmer's Saujuel Adams, 392-401. 

Maryland, South Carolina, and New Hampshire : McMaster, 
484-487. 

Virginia : McMaster I., 488-496 ; Wirt's Patrick Henry, 280- 



52 Outline and Notes on U. S. History. 

315, gives an interesting account of the meeting at Richmond 
and states the general objections to the Constitution ; Magru- 
der's Life of Marshall, 56-87 ; Gay's Madison, 115-127. 

New York: Von Hoist, I., 60-61, including foot notes; Ham- 
mond's Political History,:., 19-29 ; McMaster, I., 496-499. Ban- 
croft's Constitution, 381-438. 

Jefferson's criticisms on the Constitution are in his Works, 
I., 318, 329, 355. 

Story, I., 199-213, discusses objections to the Constitution. 

^ Two reasons for studying the Constitution at this point 
growing out of its relation to the preceding and succeeding 
periods. Students must see and explain these reasons. 




»^5«t-i- 



PERIOD OF NATIONAL DEVELOPMENT 



PRELIMINARY. 
I. Relation to preceding periods. 
II. Condition of the country.^ 

WASHINGTON'S ADMINISTRATION. 

I. Organization of the government. 

1. Elections^ — President, Vice President, and 
Congress. 

2. Inauguration.^ 

3. Formation of Cabinet and Judiciary,* 

4. Finances. 

(1) Funding and Assumption Bills. -^ 

(2) Tax on Imports" and Tonage. 

(3) Excise Bill.^ 

(3) Bank* and Mint. 

1 McMaster, II., 4^22 (Southern States). Johnston's History 
of the United States, 144. Adams' Randolph, 3-12. 

■' McMaster, I., 528-535. 

■' McMaster, I., 538-542. Hilldreth, I., (Second Series) 54-64. 
Marsliall, II., 141-143. ^Marshall, II., 167-170. 

■'McMaster, I., 568-584. Von Hoist, I., 83-89. Lodge's Ham- 
ilton, 88-96; 116-130. Hildreth, I., (Second Series) 152-161, 
gives points in Hamilton's reports ; 161-174, 206-215 gives points 
in the debates. Marshall, II., 178-190. 

" Hamilton's reports on Manufactures and the means of pro- 
moting them, Niles, 5, 153-164; 184-197; 221-228. 

■ McMaster, II., 25-28. Von Hoist, I., 94-104. Lodge, 96-99. 
Hildreth, I„ (Second Series) 253-256. 

■" McMaster, 28-41. Lodge's Hamilton, 99-108. Hildreth, I., 
(Second Series) 257-267. Steven's Gallatin, 256-260. 



54 Outline and Notes on U. S. History. 

II. Military Events. 

1. Indian Wars — read over.^ 

2. Whiskey Insurrection. ^ 

III. Foreign Relations. 

1. France.^ 

2. England.^ 

3. Spain. 

4. Algiers — read. 

IV. Admission of New States. 
V. Civil Service.^ 

VI. Farewell Address.^ 
VII. Election.' 

^ Wayne's Campaign and its relation to the Indian Fort on 
the Miami, Burnet's North West Territory, 173-182. 

2 McMaster, II., 189-204. Lodge, 180. Von Hoist, I., 94-104. 
Niles, 2, 54. Stevens' Gallatin, 49-57 ; 68-99. Hildreth, I., (Sec. 
Series) 448-519. Western Annals, 435-452, shows relation of 
leading Anti-Federalists to the insurrection. 

^ Proclamation of Neutrality, Lodge, 153-172; McMaster, II., 
89-98; Marshall, II., 255-260; American State Papers, I., (For- 
eign Relations) 52. Statesman's Manual, I., 46. 

Conduct of Genet, McMaster, II., 98-124, 134-141; Von Hoist, 

I., 112-118; Lodge^ 166-175; Marshall, II., 261-484, .Tefterson's 

Works, IV., index on Genet; Hildreth, (Second Series) 411-440; 

Johnston's American Politics, 28-31; Jefferson's and Madison's 

relations to Genet and the administration. Gay's Madison, 
202-215. 

* Provision's of Jay's Treaty, Hildreth, I., (Second Series) 
539-555. Lodge's Hamilton, 177-129, 188-194. Gay's Madison, 
220-228. Johnston's American Politics, 35-37. 

Negroes and Western Posts, Jefferson's Works, IV., 94-97. 

•' Niles' Register, 20, 240. 

'■ Marshall, II., 396-409. Messages of the Presidents, 56. 
American State Papers (Foreign Relations), 34. Statesman's 
Manual, I., 69-78. 

" Origin and growth of political parties, Hildretli, I., (Second 
Series) 26-40. 



Period of National Development. 55 



ADAMS' ADMINISTRATION. 



I. Trouble with France, 

1. Demands of the Directory and Conduct of 
Adet. 

2. Treatment of American Ministers.* 

3. Preparations for War. 

4. Napoleon. ■■^ 

II. Death of Washington. 

III. Census — political significance. 

IV. Decline of the Federalists — causes. 

1. Internal dissensions.^ 

2. Alien and Sedition Laws.* 
V. Civil Service.''' 

VI. Elections.'' 



1 Von Hoist, I., 138-141. McMaster, III., 319-320, 368-374. 
Magruder's Marshall, 100-130. 

^ Sumner's Jackson, 26-27. Dwight's Hartford Convention, 92- 
101. 

3 Von Hoist, I., 134-135. McMaster, II., 427-430. 

* Kentucky and Virginia Resolutions, Von Hoist, 143-160 ; 
Sumner's Jackson, 212-215 ; McMaster, 11., 417-427 ; Jefferson's 
Works, VII., 219—; Greeley's American Conflict, I., 81-84 ; 
Gay's Madison, 240-251 ; Adams' John Randolph, 27-28, 34-37 ; 
Johnston's American Politics, 44-47. 

5 Jefferson's Works, IV., 386. 

" Lodge, 236. Von Hoist, I., 168-177. Jefferson's Works, IV., 
358-359. Political History, New York, I., 137-152. 



56 Outline and Notes on U. S. History. 



JEFFERSON'S ADMINISTRATION. 



I. Anti-Federalist Party. 

1. Origin. 

2. Political Ideas compared and contrasted with 
the Federalists.^ 

3. Causes of success. 

II. Civil Service.^ 

III. Admission of states and organization of terri- 
tories. 

IV. Purchase of Louisiana.'^ 

V. The New Chief Justice and his work. 
VI. Death of Hamilton. 
VII Burr's Conspiracy — read.* 
VIII. Fulton's Steamboat — significance. 

IX. Foreign Relations. 

1. Barbary States. 

2. England. 

(1) Feeling between the nations — its origin. 

(2) English and Frencli blockades — purpose, 
effects,'' and principles. 

(3) Right of search — purpose, exercise, effects 
and principles. 

X. Election. 

' Jefferson's Works., IV., 268-269. For Internal improve- 
ments, IV., index, and VII., 79, Adams' John Randolph, 56-74 
(Good). Johnston's Politics, 52-53, 

- Work.s, IV., index on otlices, and V., 1.S6. 

' Blaine, I., 2-15. Lodge's Hamilton, 212-213. Von Hoist, 
I., 183-192. Jefferson's Works, IV., index. (Greeley, I., 53-57. 
(lay's Madison, 257-261. " Aciiuisition of Louisiana," a lecture, 
by Judge Thomas M. Cooley bel'oro the Indiana Historical Soci- 
ety. Adams' John Randolph, 83-94. 

* Political History of New Vork, I., 248. 

■' Embargo, Von Hoist, I., 200—. ; Gay's Madison, 264—.; Sum- 
ner's Jackson, 27-29. 

Napoleon and the P^mhargo, Jefferson's Works, V., 370. 
Growth of Domestic Manufactures, Niles, 5, 86. 



Period of National Development. 57 

MADISON'S ADMINISTRATION. 



I. Non-Intercourse Act.^ 

1. Nature and purpose. 

2. Comparison and contrast with embarpjo. 

3. Effects. 

II. Free Trade and Sailors' Rights. ^ 

III. Indian War of 1810-1811. -^ 

IV. War of 1812.— First year. 

1. Events on land. 

(1) Events preceding declaration. 

(2) First movements — effects — read. 

(3) Events on Niagara frontier — read. 

2. Events on Water. 

(1) Constitution captures the Guerriere and 
the Java.'* 

(2) The Wasp and Frolic. 

(3) United States captures the Macedonian.^ 

3. Events of second year. 
(1.) Events in the West. 

(a) Trace Harrison to Lake Erie. 

(b) Perry's Victory. 

(c) Invasion of Canada. 

(2) Events in the South — read. 

(3) Situation at chjse of the year. 

1 Gay's Madison. Johnston's PoUtics, 71-73. 

2 Morse's John Quincy Adams, 43-48. Cooper.s' Naval His- 
tory. 

•' Harrison's letter to the President, gives full account, Niles, 
1, 301 ; 311, gives relations to the British. 

* Coopers' Naval History. 

■' Niles' Register, 64,361, gives accounts of eye-witnesses; 4, 
162, effect on the British. 



58 Outline and Notes on U. S. History. 

4. Events of third year. 

(1) Invasion of Canada by Army of the Centre. 

(a) Opening events. 

(b) Battles of Chippewa and Lundy's Lane. 

(2) Invasion of Canada by Army of the 



North. 



(a) Preliminary movements. 

(b) Battle of Plattsburg. 



(3) British depredations, capture of Washing- 
ton, and attack on Baltimore. 

(4) Jackson's Victory.^ 
5. Opposition to the War. 

(1) Causes. 

(2) Opposition previous to Hartford Conven- 
tion.' 

(3) Hartford Convention.** 

V. Treaty of Peace. » 
VI. Effects of the War. 
VII. Election.!" 



" Sumner's Jackson. 

" Von Hoist, I., 234-255. Political history New York, T., 
27.3, .368-.370, 402 -404. Johnston's Politics, 78-81. 

*< Von Hoist, I., 257-272. Political History New York, T., 
383-388. Nile?, 7, 185-189, 191-197, 305-303; <?ives report and 
resolutions. 

" Morse's John (^uincy Adams, 77-98. Stevens' Gallatin) 
312-337. 

^" Students must work out induslri:d, (inancial, and political 
results. Johnston's Politics, 83-84. 



Period of National Development. 59 



MONROE'S ADMINISTRATION. 



I. Internal Improvements. 

1. Necessity and effects. 

2. Constitutional question.^ 

II. Purchase of Florida. 

III. Admission of States. 

1. Time and number admitted. 

2. Order of admission — account for it. 

3. Admission of Missouri. 

(1) Causes of the conflict.^ 

(2) Missouri limitation.-^ 

(3) Southern arguments.* 

(4) Northern arguments.'"' 

(5) The compromise.^ 

IV. Monroe Doctrine. 

1. Definition. 

2. Authorship.'^ 

3. Occasion of its assertion.^ 
V. Visit of Lafayette — read. 

VI. Election. 9 

1 Von Hoist, I., 388. 'Won Hoist, I., 366-366 ; ^ 357-358 ; 
*359; '^359. 

" General discussion, Blaine I., 15-21 ; Jefferson's Works, 
VII., index ; Political History New York. I., 517; Greelev, I., 
74-80. 

" Morse's John Quincy Adams, 132. Lodge's Hamilton, 
213-214. 

» Von Hoist, I., 419-423. (Oilman's Monroe, 156-174. 

" Morse's John Quincy Adams, 149-174. John-ton's Politics, 
94-97. 



60 Outline and Notes on U. S. History. 



JOHN QUINCY ADAMS' ADMINISTRATION. 



I. Civil Service Ideas. ^ 
II. Political Situation. 2 

III. Adams and Jefferson — compare and contrast. 

IV. Tariff. 

1. First Tariff". 3 

2. Tariff of 1816. ^ 

3. Tariffs of 1824 and 1828. ^ 

4. Relation to the cotton trade." 

V. Elections.' 



JACKSON'S ADMINISTRATION. 



I. Civil Service Ideas.* 
II. United States Bank. 



' Morse's John Quin(;y Adams, 177-188. 

^ Sumner's Jackson, 106, 250-256. 

■' Blaine,!., 183-188. Von Hoist, 1., 396-398. Niies, 9, 365. 

' Biaine, I., 189-190. Von Hoist, I., 396-400. Petition from 
cotton manufacturers, Niles, 9, 189. Copy of Tariff, Nilos, 10, 
160-162. 

^ Blaine, I., 191-192. Von Hoist, I., 400-408. Sumner's .Jack- 
son, 205-223 Clay's great Speech, Prentice's day, 1S2-191. 
P>enton's Tliirty Years' View, I., 95-102. Draper's Civil War, 
I., 363-369. Lodge's Daniel Wehster, 154-172. 

'■ Niles, 42-62. Odd vii'W of llie ".American System, Niies, 
42-90. 

' Students must see the revolution in politi<'s wliii^h tliis elec- 
tion marks. 

» Von Hoist, II., 16-28. 



Period of National Develoi'ment. 61 

1. Review its history. '-^ 

2. Causes of Jackson's hostility. 

3. Veto. 3 

4. Removal of deposits. 

(1) Political significance. 

(2) Effect on business.'* 

III. Nullification of South Carolina. 

1. Causes.^ 

2. Convention. 

CI) Origin. 

( 1. Ordinance of Nullification.^ 
(2) Work. I 2. Provision for its enforcement. 7 

(3. Address to the people.^ 

3. Jackson's Proclamation.^ 

4. Replies from various states. ^ ' 

5. Compromise Tariff. ^ ^ 

IV. Indian Troubles. 

1. Black Hawk War — read. 

2. Seminole War — causes and results. 

3. Removal of the Cherokees — read. 

V. Claims against France — read. 

^ Sumner's Jackson, 227-234. Synopsis of Bank reported by 
Calhoun, Niles, 9,346-348. Steven's Gallatin, 260-264, 267-271, 
274-275. 

^ Jackson's message, Niles, 42, 365 ; Clay's speech, 429. 

4 Von Hoist, II., 179-199. Sumner, 297-323, 331. 

^ Be sure and see the relation bt'tween this conflict and slavery. 

« Niles, 43, 219. Benton's Thirty Years' View, I., 297—. Dra- 
per, I., 370, 380, general view. 



62 Outline and Notes on U. S. History. 

VAN BUREN'S ADMINISTRATION. 

I. Panic. 

1. Causes. ^2 

2. Effects. 1=^ 

3. Remedies. 

II. Relations with Canada. 
III. Election. 14 

HARRISON-TYLER ADMINISTRATION. 



I. Formation of the Cabinet. 
II. Death of the President,!^ 
III. Tvler's Political Views.^" 



^ Niles, 43, 327. Von Hoist, I., 476-478. Lodge's Webster, 
211-219, general view. 

« Niles^ 43, 231. 

'• Niles, 43, 260. Von Hoist, I., 478-484. Benton's Thirty 
Years, I., 299. Greeley, I., 95-99. 

10 Niles, 43, 350, 351, 352, 383, 400. 

1 1 Interesting account of its origin, Niles, 55; 308 ; 57, 316, 63, 
106. Von Hoist, I., -184-505. 

Secret history of the com promise, Benton, 309-330, 342-344. 
Greeley, I., 101-102. 

1^ Von Hoist, II., 172-194. Niles, 50, 337. 

'■' Von ll.lst, II., 194-201. Niles, 50, 131, 166, 11.3, 161, 370. 

''Young Whigs' National Convention to ratify Harrison's 
nomination, Niles, 58. 152. (ireut Rally on Tippecanoe Battle 
CJround, Niles, 58, 231. Leading i)ai)ers' comments on the re- 
sult, 59, 201. How T\ ler came to he nominated, Niles, (il, 232 ; 
64, 188. 

'Civil Service ifleas, Niles, 55, 365; 60,53. 

"Tiunning debate in Congress shows feeling ^toward Tyler, 
Niles, 61, 318. 



Period of National Development. 63 

IV. Special Session of Congress. 

1. Cause. 

2. Work. 

(1) Repeal of Independent Treasury Bill. 

(2) Bankrupt Law. 

(3) Rechartering United States Bank.^ 

V. Trouble in New York and Rhode Island — read. 
VI. Mormons. 
VII. Annexation of Texas. 

1. Causes of War between Texas and Mexico.^ 

2. Feeling in the South. ^ 

3. Recognition of Independence. 

r Time and manner. 

4. Act of Annexation. < Immediate and remote 

I effects. 

5. Attitude of men and parties 



^ Clay's touchiug resignation speech, Niles, 62, 91. Threats of 
impeachment, Niles, 62, 313. Webster's defense, Nile^, 62,91. 

" Von Hoist, II., 548-565. Draper's Civil War, I., 385-387. 
Sumner's Jackson, 351, 359. (Jreeley, I., 147-150. 

5 Niles, 53, 344. Von Hoist, XL, 368-573, including notes. 
Greeley, I., 156-159. 

'' Webster's views, Niles, 66, 54. Clay's and Van Buren's let- 
ters, Niles, 66, 152. Address to the free states by Anti-slavery 
Congressmen, Niles, 64, 173. Clay's second letter, Niles, 66, 439. 
Draper, I., 387-394. Greeley, I., 161-169. 



64 Outline and Notes on U. S. History. 



POLK'S ADMINISTRATION. 



I. War with Mexico. 

1. Causes. 

2. Opposition.^ 
• 3. Events. 

(1) From the beginninji; to tiie armistice. 

(2) Read to Buena Vista and study rest of 
Taylor's campaign. 

(3.) Trace Scott to proposals for negotiations. 

(4) Finish Scott's campaign. 

(5) Treaty of peace ^ and other results of the 
war. 

II. Wilmot Proviso.^ 

III. Election. 4 



TAYLOR-FILLMORE ADMINISTRATION. 



I. Admission of California. 

1. Preliminary steps. 

2. Position on the slavery question. 

II. Omnibus Bill. 



' An exhaustive address to the people, Niles, 73, 235. Whig 
Congressmen vote "aye" on war suppHes and then explain. Niles, 
70, 163-168. 

■' Niles, 74, 43. 

■' Blaine, 65, 68. Von Hoist, III, 284-290. Niles, index to 
vols. 70, 71, 72, and 73. Draper, I , 400. Greeley, I., 187-190. 

' President inakiii},', Niles, 71, 336; 72, 13, 112, 128, 294. 
Blaine, I., 74-83. Von Ilolst, III., 358-385. 



Period of National Development. 65 

1. Relation to preceding topics. 

2. Provisions. | 

3. Effects. 3 ' 

III. Read over death of eminent men, attempt 
against Cuba, Trouble with Endland, visit of Kossuth, 
and Arctic explorations. 

IV. Elections. 



PIERCE'S ADMINIRTRATION. 



I. Read Pacific R. R., Gadsden Purchase, Treaty 
with Japan, and World's Fair. 

II. Kansas-Nebraska Bill.^ 

III. Civil War in Kansas.^ 

IV. Election. 



BUCHANAN'S ADMINISTRATION. 



I. Read over trouble with Mormons and Para- 
guay. 

II. Atlantic Cable — its significance. 

III. New States. 

1 Blaine, I., 90-105. Von Hoist, III., 548-557. Draper, I 
405-407. Greeley, I., 203-209 ; 210-221 shows effects of the exe- 
cution of the Fugitive Slave Law. 

2 Blaine, I., 108. Draper, 413-417. Century for March, 1887, 
598-706. Greeley, I., 228-234. 

s Century for April, 1887, 866-884 ; for May, 82-110. Greeley, 
I.. 2S5-251. 



66 Outline and Notes on U. S. History. 

IV. Dred Scott Decision. ^ 
V. John Brown's raid.^ 
VI. National Democratic Convention.^ 
VII. From the election to Lincoln's Inauguration. * 

1 Blaine, I., 130. Greeley, I., 251-264, gives leading points 
from both sets of decisions. 

2 Blaine, I., 154-157. Draper, I., 525-527. Greeley, I., 279- 
299, gives a full account. 

3 Blaine, 152-172. Draper, I., 496-503. Greeley, I., 309-318. 
Tribune's Political Text Book, 1860, 28—. 

^ Grant's Memoirs, I., 216-228. Blaine, I., 215-241. Draper, 
I., 510-524. Greeley, I., 328-356, 






^^^^<l^- 



PERIOD OF THE CIVIL WAR. 



LINCOLN'S ADMINISTRATION. 



I. Causes^ found in a study of 

1. The industrial and social differences between 
the North and the South. 

2. The political doctrines of the two sections. 

II. Formation of the Confederacy. ^ 

1. Conspiracy of Southern office-holders. 

2. Secession of States. 

3. The Montgomery Convention. 

4. Richmond made the Capital. 



^ The causes of the Civil War have been fully studied in the 
preceding period. At this point it is well to review them. The 
student must see that Slavery was the fundamental cause — all 
others are to be explained by it. An interesting and valuable 
study is to search for the fundamental defect of Slavery and 
then show how this weakness compelled the Slave States to 
fight every battle from the Constitutional Convention to Ap- 
pomattox and how it caused substantial defeat at each point. 

2 Draper, I., 508-567. Blaine, I., 217-257. Johnston's Poli- 
tics, 182-186. 



68 Outline and Notes on U. S. History. 

III. Leading Campaigns. 

1. Purpose. 

2. Plan and means. 

3. Results. 

IV. Results of the War.^ 

1. Immediate — on the parts and on the whole 
nation. 

2. Remote on both parts and the whole. 



FINAL REVIEW. 



DEVELOP THE IDEA OF RATIONAL FREEDOM. ^ 

SHOW THAT INSTITUTIONS ARE THE EMBODIMENT 
OF THE DEGREE OF FREEDOM ATTAINED BY THE 
RACE. 

RETRACE THE GROWTH OF AMERICAN INSTITU- 
TIONS AND SHOW THE DEGREE OF FREEDOM AT- 
TAINED AT EACH STEP. ^ 

ALONG WHAT LINES OF GROWTH WILL MOVE- 
MENTS TOWARD FREEDOM IN THE FUTURE BE 
MADE? 

^ It must be clear that a careful study of this topic carries one 
beyond the time limits of the War. For the poUtical and in- 
dustrial results are not yet all manifest and some of the great 
social changes are just getting under way. Tourgee's Appeal to 
Ctesar is a valuable book in this connection. So, also, are his 
Fool's Errand and Bricks Without Straw. 

'' Why not put this conception in the hands of the student at 
the beginning of the study ? 

■' It will be observed that such a review simply translates, as 
it were, the idea of institutions into the idea of freedom and 
makes the latter the Central Thought of the subject. 



